Teaching practices are influenced by teachers' knowledge of academic content and strategies to teach this content with diverse student groups. Literature Review has main topics 3 topics.
1. Teachers’ Perceived Knowledge and Practices in Science Instruction with ELL students.
Teachers should have deep and complex understandings of science concepts, be able to make connections among science concepts or topics, and give precedence about knowledge development.
2. Organizational Supports and Barriers in Teaching Science for Student Diversity.
School leadership support for the teaching of science and barriers also include external forces that impinge on school functioning, barriers from parents, family, and community.
3. Research Purpose and Questions
This study contributes to the existing literature by examining how urban elementary teachers perceive challenges at both the school and classroom levels in teaching science and English language development to nonmainstream students, especially ELL students.
Teaching practices are influenced by teachers' knowledge of academic content and strategies to teach this content with diverse student groups. Literature Review has main topics 3 topics. 1. Teachers’ Perceived Knowledge and Practices in Science Instruction with ELL students. Teachers should have deep and complex understandings of science concepts, be able to make connections among science concepts or topics, and give precedence about knowledge development. 2. Organizational Supports and Barriers in Teaching Science for Student Diversity. School leadership support for the teaching of science and barriers also include external forces that impinge on school functioning, barriers from parents, family, and community. 3. Research Purpose and Questions This study contributes to the existing literature by examining how urban elementary teachers perceive challenges at both the school and classroom levels in teaching science and English language development to nonmainstream students, especially ELL students.
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